Codes Are Not Enough: What Philosophy Can Contribute To The Ethics Of Educational Research

Small, Robin

doi:10.1111/1467-9752.00234

Cited by 53 publications

(36 citation statements)

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“…It's probably only a matter of time before staff and students alike are required to demonstrate “ethical skills” ’. Such a view is in line with Small's () concerns that questions of ethics are not dealt with easily within compliance procedures.…”

Section: Discussionsupporting

confidence: 68%

“…The strong sense of individualism and personal integrity still underpinning academic freedom in UK HEIs led to contrasting perspectives on responsibility. One respondent argued that we should not presume that ethics ‘… fits into a self‐contained box separate from other aspects of teaching and learning ’, in line with findings by Small (). Two other respondents felt personally accountable for the ethical implications of their work.…”

Section: Discussionmentioning

confidence: 72%

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Examining the ethical environment in higher education

Richardson¹,

Healy

2019

British Educational Res J

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Higher Education Institutions (HEIs) across the world have found themselves faced with new challenges on issues of ethics. Much of this has been centred on issues of assessment: plagiarism, buying essays, sharing/lending of previously passed work and the stealing of marked/returned work of others. Institutions still treat academic misconduct as largely a behavioural difficulty rather than an issue of ethics (or education), suggesting that academia places a far greater emphasis on combating new forms of dishonesty than it does on encouraging ethical habits and a healthy ethical environment. To date, the majority of research in this area has examined these forms of academic misconduct from the point of view of the student and/or the university, with the perspective of academics receiving very limited attention. Our hypothesis is that academics are perhaps best placed to provide the education needed to create and sustain an ethical environment, and we argue that being ‘ethically aware’ is a critical factor in the development of academic competence for all parties. This study adds to existing research in three ways: firstly, by highlighting the importance of an overall framework for an ethical environment within HEIs; secondly, by suggesting an ecological model of key parties (the university, students and academics) with responsibility for this environment in assessment; and thirdly, by including new evidence (generated by a survey of academics) to extend our understanding of their views on these issues.

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Section: Discussionsupporting

confidence: 68%

Section: Discussionmentioning

confidence: 72%

Examining the ethical environment in higher education

Richardson¹,

Healy

2019

British Educational Res J

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“…They may act as signifiers for other research decisions, but they are not timeless. Small (2001) makes a similar case. She says 'what we need is a closer attention to the ways in which ethical decisions about research are actually made' (Small, 2001, p. 387) (my italics).…”

Section: Reflectionsmentioning

confidence: 81%

Ethics, truth and politics in constructivist qualitative research

Soobrayan

2003

Westminster Studies in Education

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In this article I make two claims with respect to the ethics, truth and politics of qualitative research. The first is that confronting ethics, truth and politics in research is in effect a confrontation with the self. Although this may appear to be self-evident, in qualitative research in particular, such an assertion needs to be consciously made and recognised.The second related claim is that there is no single set of rules or practices that govern the ethics, truth and politics of a research project. In effect, the ethics, truth and politics of a research project are contextually driven and simultaneously contextually bound. This does not imply that a laissez-faire 'anything goes' approach is defensible. On the contrary, the qualitative researcher is constantly and consistently called upon to consciously and deliberately engage with the ethical, truth and political implications of his research and writing. For the researcher ethical epiphanies are rare. Confronting and making an ethical decision is a demanding process, not an event in the life of a researcher. To extend this second point beyond the boundaries of South Africa, I draw on the works of local and international philosophers of education who offer similar arguments.

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“…However, bringing awareness into our use of images is achievable. We can start by questioning how, or indeed whether, our day‐to‐day decisions support the ideologies we claim to stand by (Small, ). Giroux, explains Gottesman, proposes the kind of critical pedagogy that makes us pay attention to the not‐insignificant details that form our practice, by examining all areas, from the resources, form and content used by teachers to, ‘the discourse and practices of even those who appear to have penetrated its logic’ (Giroux, , p. 29).…”

Section: Where Is the Broken Glass?mentioning

confidence: 99%

Sustaining Hegemony: Educational Use of Photographs Representing Human Distress

Ambrossi¹

2019

Journal of Philosophy of Education

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The use of photography representing human distress in higher education warrants moral attention, owing to the imperative that we avoid objectifying the vulnerable communities who are often represented in those images. Assuming the fundamental Kantian precept that we should always treat others as ends and never merely as means, I extend this precept to include the photographic representation of human distress which involves vulnerable others. This I explore by drawing on the critical theory of Horkheimer and the critical pedagogy of Gottesman. The tendency to decontextualise and depoliticise the act of ‘using’ photographs freely available in the public domain serves to consolidate the status quo and sustain the existing hegemony that allows such use and guides our moral judgements. Derrida, I suggest towards the end of my paper, has some illuminating things to say about this.

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Codes Are Not Enough: What Philosophy Can Contribute To The Ethics Of Educational Research

Cited by 53 publications

References 0 publications

Examining the ethical environment in higher education

Examining the ethical environment in higher education

Ethics, truth and politics in constructivist qualitative research

Sustaining Hegemony: Educational Use of Photographs Representing Human Distress

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